Teach / Swimming

Out-of-pool learning

Purposeful swimming tasks for students who cannot enter the pool because of injury, illness, kit, confidence, or another short-term reason.

Ready tasks

Across primary to KS5

Fast pick

10 min

Observation options for poolside

Evidence

3 modes

Observe, understand, create

Age band

Task mode

Reason

Time

Task bank

Match the card to today's stroke, safety focus, or poolside observation setup.

10 shown

Safe swimmer poster
Create
Draw a poster showing three ways to stay safe around the pool.
Lesson link
Pool rules and safe entry
Evidence
Poster or worksheet photo
Teacher check
Three accurate safety ideas, clear poolside behaviour, age-appropriate effort.
Fit
20 minPrimaryYear 1, Year 2, Year 3
Student prompts
- Show how to walk safely near water.
- Show how to listen for the teacher or lifeguard signal.
- Show how to enter or leave the pool safely.
Technique picture sequence
Create
Draw four pictures that show the main stages of the swimming action being taught today.
Lesson link
Push, glide, kick, breathe
Evidence
Four-panel drawing
Teacher check
Correct order and at least one useful technique cue in each picture.
Fit
20 minPrimaryYear 2, Year 3, Year 4
Student prompts
- What shape should the body make first?
- Where should the eyes look?
- When does the swimmer kick or breathe?
Coach's eye checklist
Observe
Watch one swimmer for three attempts and tick the technique points you can see.
Lesson link
Peer observation during technique practice
Evidence
Completed checklist
Teacher check
Specific observation, one strength, one kind next-step cue.
Fit
10 minPrimaryYear 4, Year 5, Year 6
Student prompts
- Did the swimmer make a long body shape?
- Did the swimmer blow bubbles or control breathing?
- What is one helpful cue you could give them?
Water safety scenario
Understand
Read a short scenario and explain the safest choices for the swimmer and the helper.
Lesson link
Personal survival and helping safely
Evidence
Short written answers
Teacher check
Does not suggest entering water to rescue; includes alerting an adult or lifeguard.
Fit
20 minPrimaryYear 5, Year 6
Student prompts
- What should the tired swimmer do first?
- Who should the helper tell?
- What equipment might help without entering the water?
Freestyle technique analysis
Observe
Observe two swimmers and compare one strength and one improvement target for each.
Lesson link
Front crawl body position, kick, pull, breathing
Evidence
Analysis grid
Teacher check
Uses accurate language: streamline, flutter kick, body roll, side breathing, pull path.
Fit
20 minLower secondaryYear 7, Year 8
Student prompts
- How flat and long was the body position?
- Was the kick small and continuous?
- Did the breath disturb the body shape?
Compare two strokes
Understand
Compare freestyle with breaststroke or backstroke using body position, arms, legs, and breathing.
Lesson link
Stroke families and movement patterns
Evidence
Comparison table
Teacher check
Includes four categories and at least two accurate differences.
Fit
20 minLower secondaryYear 7, Year 8, Year 9
Student prompts
- Which stroke keeps the face in the water most often?
- How are the leg actions different?
- Which stroke is easiest for seeing where you are going?
Why streamline matters
Understand
Explain how body shape changes speed through the water.
Lesson link
Push-off, glide, resistance, body shape
Evidence
Annotated diagram plus short answer
Teacher check
Connects streamline to reduced drag and efficient movement.
Fit
20 minLower secondaryYear 8, Year 9
Student prompts
- Which body shapes create more resistance?
- Why are tight arms and pointed toes useful?
- Where in today's lesson did streamlining matter most?
Lane rules and etiquette brief
Understand
Create a concise lane etiquette guide for a mixed-ability class swimming session.
Lesson link
Training safely in lanes
Evidence
Guide or bullet-point brief
Teacher check
Covers direction, overtaking, resting, spacing, and teacher or lifeguard signals.
Fit
20 minUpper secondaryYear 10, Year 11
Student prompts
- How should swimmers keep enough space?
- Where should a swimmer rest if tired?
- How do faster swimmers pass safely?
Four-session swim micro-plan
Create
Plan four progressive swim sessions for a learner improving stamina and technique.
Lesson link
Fitness, technique, recovery, progression
Evidence
Session plan
Teacher check
Includes warm-up, main set, technique cue, recovery, and progression across sessions.
Fit
40 minUpper secondaryYear 10, Year 11, Year 12, Year 13
Student prompts
- What should change from session one to session four?
- How will the swimmer know they are improving?
- Where is recovery built into the plan?
Performance analyst notes
Observe
Observe a swimmer and write analyst notes using strengths, evidence, and one coaching cue.
Lesson link
Technique feedback and coaching language
Evidence
Observation notes
Teacher check
Feedback is evidence-based, respectful, and linked to lesson outcomes.
Fit
20 minUpper secondaryYear 10, Year 11, Year 12, Year 13
Student prompts
- What did you see that proves the strength?
- Which part of the stroke limits efficiency?
- What single cue would you give before the next attempt?

Task bank

Safe swimmer poster

Technique picture sequence

Coach's eye checklist

Water safety scenario

Freestyle technique analysis

Compare two strokes

Why streamline matters

Lane rules and etiquette brief

Four-session swim micro-plan

Performance analyst notes